Data Collection Form #5 Submitted by: Sophi Weston Date: 11/21/16

Childs Name: Paxton Hill

Prompts and Responses Response % Correct

Goal/Objective /Prompt based on
Ratio IEP
Criteria

Pronunciation Prompt V V V V V S V V S S V 15 68%

Response 0 + 0 IN + + IN +/> + + IN 22
Prompt V S S V V V V V V S S
Response + + + IN + + + + + + +
Making eye contact Prompt P V V P G S S P/V S V P/V 14 78%
Response 0 + 0 0 + + + + + 0 + 18
Prompt V P/V P/V S S S S
Response + + + + + + +
Taking turns Prompt V V V V V V V V S V V 10 71%
Response + + + + 0 + + 0 + + + 14
Prompt V V V
Response 0 + 0
Prompt
Response
Prompt
Response
Prompt
Response
Prompt
Response
Prompting Key: G= Gesture M= Model I= Visual VI= Verbal Indirect V= Verbal p = Partial Physical P= Full Physical
Response Key: 0 =No Response IN = Incorrect > = Approximation +/> = Close Approximation + = Target Observed S = Spontaneous

Notes:

We went on Monday at 2pm instead of Wednesday at 1pm.

Paxton didnt have speech therapy today.

Impression:
Overall, I believe this was our best intervention session we have had so far. Paxton was engaged in our activity for twenty minutes without a
break. He was responding to our prompts well and didnt get distracted when two of his siblings came home from school. I think a lot of this had
to do with the time that we went. He didnt have speech therapy right before we came like he normally does so he had more energy to give us.

Objective Description of Data and Observations:

Today we worked on pronunciation of colors, making eye contact when he answered our questions, and taking turns. The activity we planned for
Paxton involved Paxton picking a colored piece of paper, saying the color correctly while looking us in the eyes, and then picking a Lego of the
same color to build with. We all took turns doing this. Paxton was verbally prompted to pronounce the color by asking what color it was. Paxton
said the color correct the majority of the time but would sometimes say the wrong color or not say anything at all. Paxton was prompted to make
eye contact by verbal prompts of look at my eyes, gesturing by pointing to our eyes, and physically assisting him by bringing his hand up
towards our eyes. The physical assists were conducted by the person sitting behind Paxton. Paxton spontaneously make eye contact multiple times
throughout the session. Verbal prompts were used to help Paxton take turns. Paxton responded correctly almost every time.

Assessment and Evaluation:

Paxton did much better than he has done in previous sessions. He pronounced the colors correctly with verbal prompts. When he pronounced the
color incorrectly he was able to correctly say it after being told how it is said. His eye contact improved greatly with the more intrusive prompting
by simultaneously physically assisting him and verbally prompting him. After the intrusive prompting, he was able to more easily make eye
contact with less intrusive prompting. Paxton did well with just verbal prompting. He is almost to the point where he does it spontaneously. I
believe our activity, goals, prompting, and performance were all appropriate for our child.

Plan:
Our plan for next time is to work on the same goals we did this time which include: pronunciation, making eye contact, and taking turns. We will
continue to prompt Paxton simultaneously to make eye contact and if he keeps responding well we will slowly become less intrusive. For our
activity, we will have Paxton feed Lego monsters. Paxton will say the color of the Lego while feeding the monster that is the same color. Paxton
will also make eye contact as he says the color and take turns with us.